AI赋能高中英语课堂教学的路径与策略研究——基于CiteSpace的文献计量分析

Research on Paths and Strategies of AI-Enabled Senior High School English Classroom Teaching—A Bibliometric Analysis Based on CiteSpace

摘要: 在教育数字化与人工智能深度融合的背景下，AI赋能已成为高中英语教学改革的重要发展方向。本研究以2022~2025年中国知网核心文献为样本，运用CiteSpace开展文献计量可视化分析，系统梳理该领域的研究热点、主题结构、演进趋势与现存问题。研究发现，现有成果主要聚焦基础理论与素养育人、场景应用与课型创新、技术模式与路径重构、评价体系与课堂管理四大研究板块。其发展历程依次经历信息技术深度赋能、AI场景化应用、AI全流程教学重构三个阶段。当前研究仍存在赋能路径同质化、实施策略落地性不足、实证研究薄弱、技术应用与育人目标脱节等突出问题。基于研究现状与现存短板，本文提出未来研究应着力构建分课型、分层级的AI赋能教学路径，并强化教学效果的实证检验。研究结论可为推动人工智能与高中英语课堂深度融合、落实学科核心素养培育提供理论支撑与实践参考。

Abstract: Against the backdrop of the deep integration of educational digitalization and artificial intelligence, AI empowerment has become a vital direction for the reform of senior high school English teaching. Taking core literature retrieved from CNKI from 2022 to 2025 as samples, this study conducts a bibliometric visual analysis via CiteSpace, and systematically sorts out research hotspots, thematic frameworks, evolutionary trends and existing problems in this field. The findings reveal that current research mainly focuses on four major sectors: basic theories and competency-oriented education, scenario-based application and classroom type innovation, technological models and teaching path reconstruction, as well as evaluation systems and smart classroom management. Its development has sequentially gone through three stages: in-depth empowerment driven by information technology, scenario-oriented application of AI, and full-process reconstruction of teaching by AI. Nevertheless, prevailing limitations remain, including homogenized empowerment paths, insufficient operability of implementation strategies, inadequate empirical research, and disconnection between technological application and educational objectives. Based on the current status and deficiencies, this paper proposes that future research should strive to construct differentiated and hierarchical AI-enabled teaching paths for various lesson types and strengthen empirical verification of teaching effectiveness. The conclusions can provide theoretical support and practical references for advancing the in-depth integration of artificial intelligence into senior high school English classrooms and cultivating students’ subject core competencies.